Hình thành và phát triển kỹ năng dạy học với thí nghiệm cho sinh viên đại học ngành sư phạm vật lý trong đào tạo theo học chế tín chỉ TT tiếng anh

MINISTRY OF EDUCATION AND TRAINING
VINH UNIVERSITY

LE MINH THANH CHAU

FORMATION AND DEVELOPMENT OF
TEACHING SKILLS BY EXPERIMENTS FOR
UNDERGRADUATE STUDENTS OF PHYSICS
PEDAGOGY IN CREDIT-BASED TRAINING
Major: Theory and Teaching Method of Physics
Code: 9140111

SUMMARY OF DOCTORIAL THESIS OF SCIENTIFIC
EDUCATION

Science instructor:

1. Assoc. Prof., Dr. Mai Van Trinh
2. Assoc. Prof., Dr. Ha Van Hung

NGHE AN - 2020


The thesis was completed at Vinh University

Science instructor:

1. Assoc. Prof., Dr. Mai Van Trinh
2. Assoc. Prof., Dr. Ha Van Hung

Counterargument 1:

Counterargument 2:

Counterargument 3:

The thesis is protected before the Evaluation Committee of doctoral
dissertation at the University level Place: Vinh University

Time: At

(hour), on the

day of

(month) of 2020

The dissertation can be found at Vietnam National Library,
Nguyen Thuc Hao Library – Vinh University


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INTRODUCTION
1. Rationale
The module "Physics experiment in high school" is a very important practical
practice step in the process of training high school teachers. Therefore, the wellorganized teaching activities for this module will be an important basis to supplement,
consolidate, inculcate and expand the professional knowledge and pedagogy that
students have learned. At the same time, the well-organized teaching for this module
will also form and hone career skills for students. This is the basis for them to perform
their tasks well and adapt quickly in later working environments in high school. To have

the capacity and teaching skills with experiments, pedagogical students should be
trained in practical activities, and experienced in reality. Forming experimental teaching
skills for students will help improve vocational skills when they participate in career
practice in high schools.
These days, the training of vocational skills for pedagogical students at universities
has improved a lot and gained certain results. However, the results have not been as
expected, and have not met the requirements of society yet. In recent years, many young
and newly graduated teachers have not yet met the teaching requirements, have not paid
much attention to teaching skills and especially experimental teaching skills. One of the
main reasons is that the training process and practicing at the pedagogical school is still
academic, not paying much attention to the characteristics of students and their career
training. Until now, the process of teaching and learning organized in the working
environment is still rigid, limited in space, time and implementation conditions. The
organization of training activities to develop teaching skills with experiments for
students has not been implemented and there is no implementation plan to create many
opportunities for students to study effectively.
Wishing to contribute to solving the aforementioned problem, we choose the
research topic: “Formation and development of teaching skills by experiments for
undergraduate students of Physics pedagogy in credit-based training”.
2. Study aims
Proposing principles and measures to formulate and develop teaching skills with
experiments of physics pedagogical students in pedagogical training schools in teaching
module "Physics experiment in high school”.
3. Subjects and scope of study
3.1. Subjects
Measures to formulate and develop teaching skills with experiments of physics
pedagogical students in training under credit, module “Physics experiment in high
school”.
3.2. Scope of study
Teaching activities of the module "Physics experiment in high school" in

pedagogical training schools.
4. Hypothesis
If building and using measures to form and develop teaching skills with
experiments in teaching the module "Physics experiment in high school ", it will shape
and grow teaching skills with experiments for physics pedagogical students at
pedagogical training schools.


2

5. Mission
5.1. Research theoretical basis
- Theories of educational innovation, capacity development and modern teaching
perspectives in training students of pedagogy.
- Theories about forming and developing teaching skills with experiments for
students of physics pedagogy.
5.2. Research practical basis
Surveying and evaluating teaching status towards capacity development and
training teaching skills with experiments for students at pedagogical training schools.
5.3. Experimental pedagogy
Organize experimental pedagogy to evaluate the feasibility of the proposed
measures for the development of teaching skills with experiments for students of physics
pedagogy.
6. Methodology
6.1. Theoretical research methods
- Analyzing, synthesizing, systematizing theoretical basis for developing
teaching skills with experiments of physics pedagogical students at pedagogical training
schools.
- Research the curriculum program "Physics experiments in high school", the
textbooks, practice guidance documents of this module in some physics teacher training

institutions, the content of physics textbooks general education and related references to
determine the level of content, knowledge requirements, skills that physical pedagogy
students need to master.
- Research and application of information technology to support teaching practice
skills with experiments.
6.2. Practical research methods
Survey the teaching process of the module "Physics experiment high school" in
pedagogical training schools and interviewed teachers and students in order to learn the
practice of developing teaching skills with experiments and learning forms in teaching
modules, Electrical and Optical sections.
6.3. Pedagogic practice
Performing pedagogic practice to evaluate the feasibility and effectiveness of the
measures proposed in the topic.
6.4. Mathematical statistical methods
Applying statistical math to analyze and evaluate the research results achieved.
7. New contributions of the thesis
7.1. In theory:
− Organizing and building theory of formation and development of teaching skills
with experiments for physics pedagogical students.
− Providing a group of skills and component skills of teaching skills with
experiments.
− Proposing 4 teaching methods to develop teaching skills with experiments in
teaching the module "Physics experiment in high school": renovating the
structure and content of the subject curriculum, innovating methods teaching and
evaluating, fostering skills of making laboratory equipment.
7.2. In practice:


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− The research results of the project are applied to the formation and development
of teaching skills with experiments for physics pedagogical students in teaching
the module “Physics experiment in high school”.
− Research implementation and pedagogical experiment of the proposed methods
in teaching the module "Physics experiment in high school" through 5 teaching
processes that have been built.
CHAPTER 1. OVERVIEW OF RESEARCH ISSUE
1.1. Study results on formation and development of teaching skills with
experiments for physics pedagogical students abroad
Many countries around the world have studied and applied the perspective of
education and training based on capacity development in teacher training. In this view,
training should be based on the competency of the learner, focusing on the results
achieved after learning in line with the requirements of future work according to career
standards, helping learners to perform a number of foundation skills under specific
standard conditions, enabling them to develop other skills based on foundational skills
in the new context, which then become competencies.
The above views have shown the need to practice teaching skills with experiments
for physics pedagogical students. However, the study to determine the level of
development of teaching skills with physics experiment and the study of measures to
develop these skills for pedagogical students based on the concept of capacity
development has not been sufficient attention.
In the Teacher Assessment Project (TAP) at Stanford University, project members
proposed the test methods and methods - which are worth the knowledge and skills
necessary for teaching and solving practical problems in teaching of future teachers.
These methods and forms of test - assessment require pedagogical students to use their
knowledge to perform practical tasks, thereby demonstrating the teaching skills of
students. The forms of examination - assessment used base on documents and activities,
including: essay writing, interviews, paper and pencil experiments, simulations,
observations, videos analyzing, hands-on activities, and analyze the products and
materials students build.

According to several studies of the authors: Shulman, King, Stevahn, Ghere và
Minnema… evaluate teacher under professional standards has received a lot of attention,
many professional standards and forms of testing - assessment have been used to
evaluate teaching skills of teachers. However, due to being separated from the context
and complexity of teaching activities, such forms of testing and evaluation have not yet
shown the ability whether teachers could teach effectively. Many essential teaching
skills require assessment for teachers of natural sciences. However, there are currently
no clear indicators to assess these skills.
1.2. Study results on the formation and development of experimental teaching skills
for physics pedagogical students in Vietnam
Since 2009, in Vietnam, the Ministry of Education and Training has announced
the standard of high school teachers' professional standards, which is the basis for
pedagogical universities, pedagogical colleges and teacher training institutions to
develop programs, organize training and testing - evaluation. However, in terms of


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teaching skills with experiments of teachers of natural sciences in general and Physics
in particular has not been mentioned. The research mainly focuses on the skills of using
experiments in teaching for pedagogical students: 1) Skills to create plans to use
experiments in teaching; 2) Skills to implement plans to use experiments in teaching.
Researches in the world and in Vietnam have shown a number of methods and
forms of testing – evaluation of teaching skills. These methods, however, have just
focused on testing – assessing the skills of conducting experiments or not fully
evaluating teaching skills with experiment of physics pedagogical student. Research is
needed to identify specific criteria, apply a variety of methods, forms of testing –
evaluation to assess the level of skills development of physics pedagogical students.
In practice, the application of credit-based training system has been implemented
for a long time in universities around the world, as well as in Vietnam. Implementing

credit-based training in universities reflects the student-centered viewpoint in which
students' self-study is given special attention. It can be clearly seen that this is a method
to create conditions for students to self-study, promote themself, take initiative and
creativity in learning at pedagogical universities. Well-organized self-study and selfstudy capacity improvement are the core of the credit-based teaching method.
1.3. Issues that need further research
Based on the above analysis, the questions posed to the research task are:
1. Define the concept of "Skills to teach with experiments of physics pedagogical
students"; The system of experimental teaching skills needs to foster students of
pedagogical training schools; Practical basis and the need to propose measures to
develop teaching skills with experiments of pedagogical students.
2. Proposing and manipulating practice measures to develop teaching skills with
experiments for pedagogical students in teaching the part "Physics experiment in high
school" section of Electricity and Optics under credit system meet the requirements of
renovating teaching methods-oriented capacity development.
CHAPTER 2. THEORY AND PRACTICE ON FORMATION AND
DEVELOPMENT OF TEACHING SKILLS WITH EXPERIMENTS FOR
PHYSICS PEDAGOGICAL STUDENTS
2.1. Teaching skills
2.1.1. Skills
Skills are the ability to master the knowledge of how to operate in order to establish
a system of operations and actions, with the means of implementation appropriate to the
operational purposes, practical conditions and deployment implementing that system,
successfully solving tasks.
2.1.2. The concept of teaching skills
To meet the educational mission, teachers should have the basic skills of teaching.
However, in order to form teaching skills, it is necessary to go through the process of
forming a teaching motivation to accumulate the knowledge system and train teaching
skills under certain circumstances. There have been many different definitions of teaching
skills but it is agreed that teaching skills have specific characteristics such as:
- Teaching skills are a combination of teaching actions mastered by teachers.

Teaching skills demonstrate the technical side of teaching action and the teaching
capacity of each teacher. A person with teaching skills means teaching capacity to a
degree that meets the requirements set out.


5

- Teaching skills and learning outcomes are closely related. It is a purposeful
factor, always oriented to the purpose of teaching and learning activities and has an
important influence on the academic results achieved.
- Teaching skills are a system that involves specialized teaching skills in specific
fields.
2.1.3. The process of teaching at university under the credit system
- Teaching content is career-oriented: Every subject is oriented to develop career
capacity for students.
- Training content is highly integrated (program integration, integration of
subjects, integration of knowledge...). The knowledge of every learner, subject, every
learning activity, and teaching medium contains knowledge of other related scientific
fields.
In credit training, credit is considered a quantity used to measure the amount of
knowledge and skills of a subject that students need to accumulate over a certain period
of time through the forms:
- Learning in class.
- Studying in the laboratory, practice under the guidance of the teacher.
- Self-study outside class such as reading, researching or self-help preparation
outside class.
2.2. Teaching skills with physics experiment in training pedagogic students
2.2.2. Teaching skills with physics experiments
Experimental teaching skills are the ability to apply existing knowledge to
establish a system of actions and teaching activities through the use of experiments to

achieve teaching goals.
The basis for building a system of teaching skills with physical experiments that
need training for our pedagogical students are:
− Objectives of teaching Physics in high schools of Ministry of Education and Training.
− Professional standards of high school teachers.
− Analysis of career activities of physics teachers in high schools.
The important task of teachers is to organize teaching and guidance for students to
do self-help experiments to dominate knowledge and form awareness. Thus, in order to
perform well the above task, students need the following skills:
a) Skills in designing physics experiments in high school
We analyze and propose each skill has manifestations and levels of performance
as a basis for quantifying at a certain level to help assess students' practical experimental
skills. We propose evaluation scales according to the level of criteria as table 2.8.
Table 2.8. Scale of experiment skills according to the level of criteria
No.

1

Skills

Criteria
Level 1
1. Understand
Insufficient
and strictly
understanding;
comply with
Not
laboratory safety
complying

rules and
with the rules,
Using
regulations.
safety
safety
regulations of
experiment
the laboratory
and needing to

Level 2
Understand
and strictly
comply with
some
laboratory
safety rules
and
regulations
and need the

Level 3
Properly
understand
and
implement
laboratory
rules and
regulations

and need the
guidance of

Level 4
Understand
and
implement
very well
laboratory
rules and
regulations


6

Point
2. Know how to
use and store
instruments

2

Conduct
experimen
ts

Point
3. Identification
and selection of
instruments

needed to do the
experiment.
Point
4. Assemble the
necessary set of
instruments for
each
experiment,
understand the
effects of each
part, know the
analysis of right
and wrong in
how to install
the laboratory
equipment.
Point
5. Proficient use
of laboratory
instruments.

Point
6. Experiment
was conducted
safely, in
accordance with
the correct
procedures and
successfully.

be guided by
teachers

guidance of
teachers

teachers in
some stages

0.25 point

0.5 point

0.75 point

1.0 point

Knowing how to
Knowing
Using
Using
use the instrument how to use
fluently and
fluently and
but still having
and preserve understanding understanding
errors and
some simple the measures the measures
preserving is not instruments
to preserve

to preserve
in accordance
in the
some
instruments
with the
laboratory
instruments
regulations
0.25 point
0.5 point
0.75 point
1.0 point
Unknown how
Wrong
Choose the
Choice of
to select
choice some proper tools
instruments
instruments
instruments
when
consistent
yet, need the
suggested by
with
help of
the teacher
experiments

teachers
0.25 point
0.5 point
0.75 point
1.0 point
Cannot be
Correctly
Correctly
Correctly
installed or
install the
install the
install the
installed
necessary
necessary kits necessary kits
incorrectly
kits for each
for each
for each test,
test, do not
experiment,
understand
understand
understand
the effects of
the effects of the effects of
each part,
some parts
some parts,

know the
in the
and analyze
analysis of
installation
the right and
right and
of test
wrong
wrong in
equipment.
methods of
mounting.
installation.
0.25 point
0.5 point
0.75 point
1.0 point
The ability to
Can use
Can use
Proficient in
use the
experimental
laboratory
using
instruments is
equipment
instruments
laboratory

not good, need
but still
but need
instruments
the guidance
having
suggestions
of teachers
errors
of teacher
0.25 point
0.5 point
0.75 point
1.0 point
Experiment
Experiment
Conducting
Conducting
was
was
safety
safe
conducted, but
conducted
experiments
experiments,
there were still safely, with
according to
clear and
errors in the

small error
the correct
successful
process
but
process and
procedures
successful
success.
and easy-toobserve
results


7

3

0.5 point
Know the
method of
observation,
but need the
teacher's
suggestion

0.75 point
Know the
method of
observation

1.0 point
Have a
method to
observe
experimental
phenomena in
a short time

0.5 point
Can describe
the
experimental
phenomena,
have not
drawn
conclusions
from the
experiment
but need the
guidance of
teachers
Point
0.25 point
0.5 point
Processin 9. Know how to Unknown how
Applying
g
apply theoretical
to apply the
theoretical

experimen
content to
content of
content to
tal
explain
knowledge to
explain the
informatio
experimental
explain the
phenomena
n
phenomena
experimental
but
scientifically.
phenomena
incomplete.

0.75 point
Can describe
enough
experimental
phenomena,
draw
conclusions
that need
suggestions
of teachers

1.0 point
Can
accurately
describe the
experimental
phenomenon,
fully draw
conclusions

0.75 point
Applying
theoretical
content to
explain the
phenomena,
but not
fluently
expressed

1.0 point
Applying
theoretical
content
explaining
experimental
phenomena
scientifically
and
accurately

1.0 point
Proficient
handling of
experimental
results

Observe,
describe
the
phenomen
on and
conclude

Point
7. Know how to
observe and
recognize
experimental
phenomena.

Point
8. Accurately
describe the
experimental
phenomena,
draw
conclusions on
the experimental
phenomena and
draw

conclusions

4

Point
10. Analyze and
process
experimental
results

Point
Describe the level of quality
Excellent: 9 - 10 points
Good: 7 - 8 points
Satisfactory: 5 - 6 points
Needs improvement: 0 - 4 point

0.25 point
Cannot detect
the
experimental
phenomenon,
need the
guidance of
teachers
0.25 point
Cannot
describe the
experimental
phenomenon,

cannot draw
conclusions
that need the
help of
teachers

0.25 point
0.5 point
Inability to
Students can
analyze and
analyze and
process
process
experimental experimental
results, require results of a
the guidance
number of
of teachers
experiments
0.25 point
0.5 point

0.75 point
Know
analysis and
processing of
experimental
results

0.75 point

1.0 point

b) Teaching skills with physics experiments in high school
We analyze and propose each teaching skill with experiments with manifestations
and levels of expression as a basis for quantifying at a certain level to help evaluate


8

teaching skills with experiments of students. We propose assessment scales according
to the level of criteria as table (2.9).
Table 2.9. Scale of teaching skills with experiments according to the level of criteria
No.
Skills
1
Preparation,
experimental
instruments
for teaching
hours

2

Performing
experiments
in teaching

Criteria

1. Choose the
correct,
sufficient and
appropriate
tool for the
experiment

Level 1
Choose an
instrument
that is not
suitable for
the
experiment
or Unknown
how
to
choose
instrument
Point
0.25 point
2. Good at There is no
using tools
skill to use
tools
Point
3.
Conducting
experiments
safely,

in
accordance
with
the
procedure,
the
results
are
successful
and easy to
observe

3

Teaching
experiment

Point
4. Select an
experiment
that
is
suitable with
teaching
goals
and
students

Point

0.25 point
Experiment
was
not
conducted in
accordance
with
the
procedure,
the
experiment
was not safe,
the
experiment
result was
not
successful,
the
phenomenon
was difficult
to observe.
0.25 point
Unknown
how
to
choose the
experiment
to use for the
lesson

0.25 point

Level 2
Some of the
wrong tools
are selected
but can be
used
to
conduct
experiments

Level 3
Choose the
correct
and
appropriate
instruments
for
experiments,
but
some
instruments
are excessed

Level 4
Choose the
right,
sufficient and
appropriate

tool for the
experiment,
be creative

0.5 point
0.75 point
Use
less Good at using
proficient
tools
but
with tools
sometime
errors
0.5 point
0.75 point
Experiment
Experiment
was carried was
out safely, conducted
the process safely,
in
was
not accordance
correct, the with
the
results were procedures,
successful,
the
results

the
were
phenomenon successful,
was difficult the
to observe.
phenomenon
was difficult
to observe

1.0 point
Good at using
tools

0.5 point
Know how to
choose
experiments
that
meet
teaching
goals, but are
not suitable
for students

1.0 point
Know how to
choose
experiments
in accordance
with teaching

goals
and
students

0.5 point

0.75 point
Know how to
choose
an
experiment
that
meets
teaching goals
and student
audience, but
many
experiments
0.75 point

1.0 point
Experiment
was
conducted
safely,
in
accordance
with
the
procedures,

the
results
were
successful,
the
phenomenon
was easy to
observe.

1.0 point


9
5.
Use
experiments
consistent
with teaching
method

Using
experiments
not suitable
for teaching
method

Use
experiments
consistent
with teaching

method, but
not obvious.

Point
6. Know how
to question
so
that
students
understand
the purpose
of
the
experiment

0.25 point
Have idea to
question for
students to
understand
the purpose
of
the
experiment
but have not
yet
expressed it

0.5 point
Raise

problems for
students to
understand
the purpose
of
the
experiment
but have not
attracted
students to
explore.

Point
7. Have skills
in
performing
experiments
combined
with speech

0.25 point
Unknown
how
to
perform the
method of
experiment
in
combination
with

the
teacher's
words
Point
0.25 point
8. Ability to Description
describe the of
experiment
experimental
phenomenon phenomenon
accurately,
is sketchy,
scientifically, unclear, and
concisely,
physical
using
the

Use
experiments
in accordance
with teaching
methods
(problemsolving
methods,
research
methods,
verification
methods, ...)
but have not

helped
students think
positively.
0.75 point
Raise
problems for
students
to
understand
the purpose of
scientific
experiments,
which
are
lengthy, and
attract
students
to
explore

Use
experiments
in accordance
with teaching
methods
(problemsolving
methods,
research
methods,
verification

methods, ...)
help students
to
think
positively.

0.75 point
Skills
to
describe
experimental
phenomena
accurately,
scientifically,
using
the
correct

1.0 point
Skills
of
describing
experimental
phenomena
accurately,
scientifically
and succinctly

1.0 point
Raise

problems for
students
to
understand
the purpose of
scientific
experiments,
which
are
short, easy to
understand,
and
attract
students
to
explore
0.5 point
0.75 point
1.0 point
Experimental Experimental Experimental
performance demonstration demonstration
skills
skills
skills
combined
combined
combined
with
with
the with

the
teachers'
teacher's
teacher's
speech, but words
words
very
not effective proficient
proficient

0.5 point
The skill of
describing
experimental
phenomena
was accurate,
but not clear


10
correct
Physics
language
9. Know how
to
ask
questions to
guide
students to
observe the

phenomenon
to
draw
conclusions.

language is
not correct

physics
language

The way of
asking
guidance
questions for
students to
observe the
phenomenon
to
draw
conclusions
is
unclear
and
confusing

The way of
asking
guidance
questions for

students
to
observe the
phenomenon
to
draw
conclusions is
complete and
scientific.

The way of
asking
guidance
questions for
students
to
observe the
phenomenon
to
draw
conclusions is
full,
scientific,
concise, easy
to understand

0.75 point
Build
exercises for
practicing

skills
for
experimental
practice, not
combining
well types of
testing
and
evaluation
0.75 point

1.0 point
Build
exercises for
practicing
skills
for
experimental
practice,
combining
types of tests
and
assessments
1.0 point

The way of
asking
guidance
questions for
students to

observe the
phenomenon
to
draw
conclusions
is
not
incomplete,
words
expressing
unclear
Point
0.25 point
0.5 point
10.
Know Unknown
Develop
how to test how to build exercises for
and evaluate exercises to training
a
practice
practice
number of
experimental experimental practice
skills
skills
experimental
skills, using
only one type
of

assessment
Point
0.25 point
0.5 point
Describe the level of quality
Excellent: 9 - 10 points
Good: 7 - 8 points
Satisfactory: 5 - 6 points
Needs improvement: 0 - 4 point

2.3. The situation of formation and development of teaching skills with experiments
of physics pedagogical students
To improve the teaching quality of the module "Physics experimental in high
school" in the direction of forming and developing teaching skills with experiments, we
conduct surveys, find out the reality of teaching the module in accordance with specific
content as follows:
− Results of training program investigation
− Teaching process of teachers
− Class organization form
− Using laboratory equipment
− The need to fabricate DIY test equipment
− Difficulties of teachers and students when teaching and learning the module
"Physics experiment in high school”


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From the current situation of investigating on training teaching skills with
experiments and developing the capacity of physical teachers, we propose teaching and
experimenting skills that need to be trained focusing on the main groups: group of lesson

preparation skills, group of teaching skills in class, group of assessment skills.
2.6. Measure 1. Renew the curriculum content structure of the module Physics
experiment in high school towards the development of teaching skills with
experiments for pedagogical students in credit training
Adding to the specific content training program: "Developing teaching skills with
physical experiments for pedagogical students" includes: a) Theoretical basis of
teaching skills; b) Theoretical basis of teaching skills with physics experiments in high
schools; c) Applying teaching skills with experiment to teaching practice in high
schools.
Knowledge and skills to perform general physics experiments are an important
basis for students to study the content of physics teaching in high school, while
theoretical knowledge that teaches physics in high schools is a basis for students to
organize effective teaching activities. Thus, the subject "Physics experiment in high
school" is a bridge between general physics, teaching theory and practice of teaching
physics in high schools.
2.7. Measure 2. Innovating teaching methods based on competence approach and
paying special attention to developing teaching and experimenting skills for
students
Lecturers must thoroughly grasp and apply active methods in the teaching process
in a flexible manner, orienting activities according to the following phases.:
The first phase: Transferring tasks, stimulating the learners' interest in cognition,
expressing issues.
The second phase: Autonomous activities to explore knowledge and solve problems.
The third phase: Discussing and presenting reports.
The fourth phase: Institutionalizing, applying, expanding knowledge.
2.8. Measure 3. To foster skills in manufacturing and using self-created laboratory
equipment
Fostering and developing skills in using, assembling and manufacturing laboratory
equipment, and the ability to apply theory into practice. Being able to teach with selfcreated experiments.
The process of creating a lesson research experiment by yourself can be done

according to 9 steps:
Step 1. Determine the objectives of teaching;
Step 2. Study the lesson content;
Step 3. Find out the actual situation of facilities, laboratory equipment;
Step 4. Proposing and selecting experimental plans
Step 5. Prepare necessary materials and tools;
Step 6. Processing and manufacturing laboratory instruments;
Step 7. Assemble experiments;
Step 8. Conduct experiments;
Step 9. Complete the experiment


12

2.9. Measure 4. Innovating forms of testing and assessing teaching skills with
students' experiments
Research, improve, coordinate various forms, measurement methods, evaluate
learning and practice pedagogical performance of students.
With the view that teaching skills with physical experiments make sense of the
career form, we choose the structure of Dreyfus scale (5 levels).
CHAPTER 3. DESIGN ON TEACHING PROCESS TO CREATE AND
DEVELOP TEACHING SKILLS WITH EXPERIMENTS FOR STUDENTS OF
PEDAGOGY IN CREDIT-BASED TEACHING
MODULE OF “PHYSICAL EXPERIENCE IN HIGH SCHOOL”
In this chapter, we apply the proposed measures to design the teaching process
with the content:
- Proposing a specific content teaching process for the module “physics experiment
in high school”.
- Proposing a process of training teaching skills with experiments of specific
physical content to foster for student the ability to apply knowledge into practice in high

school.
3.1. Process on organizing teaching activities of “Creating and developing teaching
skills with physical experiments” for student of pedagogy
The process of organizing learning activities of “Physics experiments in high
school” as shown in Figure 3.1:
S.1: Design

S.2: Implement

Study materials

Implement with real
experiments

Design the experiment method

Design experiments

S.3: setup lessons

Design lessons with physics
experiments

Setup lessons with
experiments

Design teaching plans

Improve teaching plans
Teach knowledge units with

experiments

S.4: Complete
Complete lesson plans, supportive laboratory facilities, and
evaluation
formsof organizing learning activities of “Physics experiments in
Figure 3.1.
The process
high school”


13

3.2. Teaching process of some specific contents of the module of “Physics
experiments in high school” to develop teaching skills with experiments for
students
Designing a teaching plan with the subject experiment of “Determining the
electromotive force and resistance of an electrochemical battery”
I. Object
1.1. Knowledge
− Identify the necessary skills of teachers in teaching with experiments.
− Identify the knowledge of positive teaching: Nature, characteristics,
organization, evaluation process.
− Know how to design a teaching plan for a topic / lesson / unit of knowledge in
physics.
− Know how to use teaching techniques in teaching physics.
− Know how to apply information technology in teaching.
1.2. Skills
− Performance skills associated with teacher activities in teaching.
− Using experiments appropriately and coordinate reasonably with other teaching

facilities.
− Organizing the control of classroom activities and promote positive, selfreliance and creativity.
− Defining the focus of the teaching topic and relating the lesson to real life.
− Creating problematic situations and using experiments to organize exploration
activities.
− Using a variety of forms of testing and evaluation of student’s learning results
1.3. Attitude
− Taking responsibilities in study tasks, teamwork.
− Uniting to cooperate in discussion and learning activities.
II. Preparation
2.1. Lecturer:
Computers, projectors, laser pens, etc.
2.2. Students:
− Experimental videos and websites for the experiment learning stage.
− Skills evaluation forms, laboratory equipment, cameras, A0 paper, extra boards,
markers, etc.
III. Teaching method
* Method: Reverse class, proposed skills fostering process, teaching in corners,
tablecloths, diagrams of thinking, modular teaching…
* The process of organizing specific teaching activities:
Time
Content
Session 1 Receiving list of
students

Teacher’s activity
Receiving the list of students
Dividing students into 3 groups of 5
students each
Choosing the leader, secretary

Requiring preparation of groups:
Computer (at least 1 unit per group),

Student’s activity
Implemented by
student


14
Time

Teacher’s activity
textbook, Teacher book for physics in
grade 11
Introduction of learning materials:
website, printed materials
Hold discussions and validate skills that
students need to develop in the unit
Introduce the steps of the teaching
process in the module
Step 1. Organizing self-research via the
“Physics Experiment in High School”
website with manipulations:
Access the website under the link:
/>Choosing experiments needed to be
researched, researching goals,
theoretical basis, observing real
experiments via clips
Requesting students to design
experimental plans: theoretical basis,

equipment description. Presenting
theoretical basis and procedure
Requesting students to identify which
experiments belong to the physics
lesson and designing teaching plans for
that experiment
Step 2. Organizing classroom teaching
activities
- Organizing to practice with real
experiments: introduce how to perform,
how to evaluate
- Guiding students to repair and
manufacture laboratory instruments
Organizing for students to teach the
knowledge units with experiments
Step 3. Designing lessons with
experiments
Organizing students to teach a complete
topic / lesson
Discussing improvement of teaching
options
Step 4. Developing and completing
lesson plan
Activity 1. Self-study guide, research about experiments
Determining the
- Assigning experiment sets to student
electromotive force
groups
and internal
- Instructing students to work with the

resistance of an
given web page to understand assigned
electrochemical
experiments
battery
Content

Student’s activity

Implemented by
student

Implemented by
student

Implemented
student

by

Implemented
student

by


15
Time

Content

I. Lesson’s object
After the lesson,
students can achieve:
✓ Knowledge
- The Ohm's law is
applied to the whole
circuit to determine
the electromotive
force and internal
resistance of an
electrochemical
battery.
- Proficiently using of
current meter to
determine the
parameters of the
circuit.
- Applying the mode
of operation of an
electrochemical
battery.
✓ Technique
- Honing the skills of
problem
identification,
analysis and
evaluation skills,
calculation and
determination of
parameters related to

electromotive force,
resistance in
electrochemical
batteries.
- Training skills to
work independently
and teamwork
- Practicing
presentation skills and
performance of
experiments in class.
- Training skills in
preparing for
experiments
✓ Attitude
- Be positive, selfconscious, proactive
in performing tasks,
have a spirit of

Teacher’s activity
- Supporting students in studying
experiments
- Providing students with feedback on
understanding, ability to conduct
experiments (multiple choice)

Student’s activity


16

Time

Content
Teacher’s activity
cooperation in
teamwork.
- Seriously during
class, actively
participate in building
knowledge.
Activity 2. Organizing for students to design experimental plans
II. Teaching process Requesting students to state the
1.
Rising
theoretical basis, describing the device,
problems (starting how to proceed
knowledge)
Organizing for student’s groups to
Using method 2
report the blueprint of the group
Teacher: Give the Validating the experiment process of
circuit diagram as the groups
shown
and
the
corresponding device.
Teacher: Describing
the solution for
determining the
electromotive force

and internal resistance
of batteries.
Teacher: Divide as
group to present the
plan
2.
Theoretical
reasoning
Teacher: In the
above circuit, it is
assumed that when the
circuit is opened, how
to determine the
voltage between the
two poles?
Student: When the
circuit is opened, the
potential difference
between the two poles
of the power source is
equal
to
the
electromotive force of
the source. However,
when using a 2-pole
voltmeter to measure
power,
there
is

actually electricity in
the meter circuit of the
meter, which creates a
closed circuit. But the

Student’s activity

Implemented by
student
+ Drawing a circuit
diagram
corresponding to the
experimental plans.
+Summarizing
calculation formulas
with the
corresponding plans.
+ Preparing tools
and assemble the
test.
+ Selecting the
electrical practice
box with
components in the
box
+ Method to check
the electricity meter
displays by number
+ Order the steps to
make the circuit

according to the
diagram


17
Time

Content
current in this case is
very small, if the
internal resistance of
the voltmeter is very
large. According to
the
degree
of
accuracy, we can
consider that U  E.
At that time, r =
E −U
, it’s really
I
hard
to
identify
because E – U  0 and
I  0.
Teacher: When the
circuit is opened, the
potential difference

between the two poles
of the power source is
equal
to
the
electromotive force of
the source.
Student: Recording
Teacher: Using the
meter
Student: Explaining
the measurement data
Teacher: Conclusion
Students practice their
problem-solving
skills.
3. Inferring the plan:
The teacher asks the
groups to present the
plan.
Student: presenting
the plan.
Teacher: To make
accurate
measurements,
in
general, to make
measurement more
accurate
and

determine the value of
errors, we can apply
Ohm's law for the
whole circuit to
determine E and r.

Teacher’s activity

Student’s activity


18
Time

Content
Teacher’s activity
Student’s activity
There
may
be
following options.
Activity 3. Performing real experiments in the laboratory
Students follow 3
by
− Preparing experiments (not assembled) Implemented
researched options
student
at locations in the classroom space
− Requesting the groups of students to
take the kit of the experiment set

assigned at previous session assigned
− Requesting the groups by means of
learning materials to carry out the steps
of the experiment (the teacher asks all
members to be responsible for the task
because they will become "experts" to
reguide the students in another group.
− Requesting the groups to repeat the
experiment several times to achieve
proficiency (layout, conduct
experiments, collect data and process
results).
− Selecting one expert in each group to
support other groups as needed in the
following rounds.
− Collecting reports from groups and
guiding groups to work via the exercise
− Organizing the group to conduct
experiments with the help of experts
− Controlling the groups to experience
arranged experiments in turn
− Collect reports and make comments
Activity 4. Organizing students to design and make experiments
Students state ideas − Gathering ideas from students about: Discussion
in
after studying 3
groups.
refining, repairing and making
experimental
Consider closely at

laboratory equipment
options.
the
experimental
− Holding a discussion to propose
issues
and
the
feasible repaired kits
extensive
questions
− Requesting students to suggest ways
in the material to
to work with the listed ideas
understand
the
− Organizing for implementation (at
problem
the manufacturing space at school or
at home)
− Demonstrating the products reports
(intended to overcome existing
experiments or to be used in the
processes of classrooms of physics
programs in high school)
Activity 5. Organize the teaching of a unit of knowledge with experiments


19
Time

Teacher’s activity
Student’s activity
- Organizing for students to design the
Students
practice
teaching process for a unit of
with 1 of the 3 preknowledge with existing experiments
designed options
- The groups report the results of the
process design
- Discussing, making suggestions for
the teaching process in accordance with
the specific process of teaching with
experiments
- Organizing for groups to implement
the agreed teaching process in turn
- Making comments, suggestions to help
students form teaching skills with
experiments
Activity 6. Organizing for students to design lessons with experiments
Students practice
Implemented
by
− Instructing students to write lesson
writing lesson goals,
student’s group
goals
record and process
− Instructing, preparing learning

data
materials, laboratory equipment
− Instructing students how to organize
learning activities for students (specific
lessons with experiments)
− Guiding students to participate in
evaluating student’s learning activities
− Assign individual to make lesson
recording video
Activity 7. Organizing the teaching with experiments
Representatives of
Implemented
by
− Requesting the time frame for
student groups
student
teaching activities for the groups
conduct lectures
− Instructing for lesson recording
− Assigning evaluation tasks
(distributing evaluation sheets to
students)
− Requesting the representatives of the
student groups to conduct the lecture
− Organizing students to comment,
discuss and evaluate
− Assigning students to reflect on the
lesson via video recording
− Instructing students to submit
feedback via the website

Activity 8. Organizing students to improve teaching plans
Lecturer comments
Implemented
by
− Guiding students to improve
Students comment
student
teaching plans according to the
on peer
PDCA cycle:
− General comments
+ Plan: planning, goal setting, learning
on the experiment
organization and evaluation
Content
Discuss and
comment on the
teaching process in
accordance with the
specific teaching
process with
experiments
according to each
plan


20
Time

Content

Teacher’s activity
+ Do: Organizing for students to conduct
teaching activities
+ Check: Through discussion, video, to
determine the extent of implementation
Act: Through the collected information
to propose the appropriate impact of
improving teaching activities to restart
the cycle with design activities

Activity 9. Instructing students to complete the lesson plan
Lecturers suggest
- Requesting students to implement the
students to comment PDCA improvement cycle to complete
on the teaching plan lesson plans and become a reference for
of each plan, state
future TTSP teaching practice.
advantages and
- Requesting students to submit the
limitations (if any).
completed lesson plan on website
- Organizing activities to assess the
learning process

Student’s activity
+ Collate and
compare the results
of the three options
+ Which option is

easier to implement
+ Comment on the
pros and cons of the
experiment

Implemented
student’s group

Study materials for topic 1.
We present theoretical basis, experimental plans, data collection tables, data
processing requirements, extended questions, and advanced questions into sub-modules
(in the form of learning materials and on website) so that students can self-study, selfassess in the process of self-study at home and in class.
Conclusion of 3
On the theoretical and practical basis as well as the measures and principles
presented above, we set out the tasks of implementing the methods of forming and
developing teaching skills with experiments. In order to test physics for physics
pedagogical students, we achieve the following results:
− Refactoring practical exercises from the viewpoint of developing teaching skills
with experiments for students of pedagogy.
− Based on the theory of university teaching, we have built a process of organizing
the teaching of the above experiments that have proposed a teaching innovation
process from the program content structure, teaching method to the creation of selftest and test experiments to develop teaching skills with experiments for physics
pedagogical students through the module “Physics experiments in high school”.
With the research results presented above, we continue to conduct a pedagogical
experiment to verify the validity of the scientific hypothesis to achieve the proposed
research goals.
CHAPTER 4. PEDAGOGICAL EXPERIMENT
4.1. Purpose of pedagogical experiment
The purpose of conducting pedagogical experiments is to verify the validity of the
proposed scientific hypothesis and the necessity and feasibility of the topic. Specifically,

evaluating the feasibility and effectiveness of measures to train and develop teaching
skills with experiments for physics pedagogical students in teaching the part of “Physics
Experiments in High School”.

by


21

4.2. Pedagogical experiment process
4.2.1. Pedagogical experiment subject
- Student of physics pedagogy at Saigon University.
- Experiment round 1: students in the third year, majoring in physics pedagogy,
Department of Pedagogy of Natural Sciences, Saigon University.
- Experiment round 2: students in the third year, majoring in physics pedagogy,
Department of Pedagogy of Natural Sciences, Saigon University.
4.2.2. Pedagogical experiment contents
Pedagogical experiment was conducted in two rounds:
- Round 1: Selecting 2 control and experimental classes, pedagogical experiment
results are used to complete the established experiments and proposed teaching
processes to put into the second pedagogical experiment round.
- Round 2: Selecting 2 control classes and 2 experimental classes to conduct
pedagogical experiments to evaluate the feasibility and effectiveness of the topic.
4.3. Pedagogical experiment method
- Combining interviews, observing lesson hours qualitatively in both control
classes and experimental classes.
- Conducting surveys, assessing students' level of positivity.
- Conducting tests and using mathematical statistics to quantitatively assess test
results, thereby evaluating pedagogical experiment results.
In the process of pedagogical experiment, we conduct teaching in experimental

and control classes in a time not far apart, with the content of Electricity and Optics.
Experimental sampling consists of experimental and control classes with equal
population, equivalent education and academic quality.
4.4. Experimental pedagogy results
- We collect information as a basis for analyzing and evaluating pedagogical
experiment results based on the entire process of research and research, with the
following criteria:
+ The level of developing experimental design skills through preparation,
blueprints of student’s experimental use plans.
+ The level of development of students' performance skills through observation
of the process of experiment implementation and practice of teaching practice in
practice.
To assess the level of students' skill development, after each lesson we use rubric
1 (Assessing skills using research experiments) and rubric 2a, rubric 2b (Assessing skills
using experiments in teaching) to assess students' skills (student groups) through each
practice. Process the results obtained by calculating the average score of student groups,
plotting and analysis.
Statistics of result at the end of semester, we obtain table of frequency distribution
and cumulative frequency as follows:
Table 4.1 Table of frequency distribution of points of experimental and control classes
Class

Score

0

1

2

3

4

5

6

7

8

9

10

0

0

0

0

2

10

9

5

3

2

1

Number of students

Control

32


22

Experiment

32

0

0

0

0

0

1

7

8

9

3

4

Table 4.2 Table of frequency distribution of cumulative score of experimental and
control class
Score

Class

0

1

2

3

0

0

0

0

4

5

6

7

8

9

10

Number of
students

Control

32

6,3 37,5 65,6 81,3 90,6 96,9

100

Experiment
32
0 0 0 0 0
3,1
25
50 78,1 87,5 100
From the results, we plotted the distribution of scores of classes, and the graph of
cumulative frequency as follows:

SCORE DISTRIBUTION CHART
12
10
8
ĐC

6

TNg

4
2
0
0

1

2

3

4

5

6

7

8

9

10

Chart 4.1 Graph of distribution of scores of control and experimental classes

ACCUMULATED FREQUENCY CHART
120

ACCUMULATION

100
80
60

ĐC

40

TNg

20
0

0

1

2

3

4

5

6

7

8

9

10

SCORE

Chart 4.2 Graph of distribution of frequency of control cumulative control and
experimental class

Based on the analysis results through two rounds of pedagogical experiments, it
was initially confirmed that the proposed measures were effective. The effectiveness of
the measures is shown in the following signs:


23

- The organization of experiments towards capacity development helps students
save time to conduct experiments, spend a lot of time using experiments in teaching.
- Pre-studying the equipment, designing experimental plans, and helping students
prepare for practice more carefully. Students quickly access to real experiments.
Instructors take a little time for the introduction of tools, instructions on how to install,
arrange experiments. At the same time, they have more time to pay more attention to
student activities, actively control student activities in a positive way.
- The construction of lesson records partly helps students experience the tasks that
physical teachers in high school shall do.
- The rubric has initially become a tool to help guide students in the process of
learning, exchanging and helping to check and assess more objectively.
Conclusion of chapter 4
Through the process of pedagogical experiment, the initial results can be
concluded: The proposal of innovative measures based on the perspective of capacity
development, comprehensive innovation has worked to help students accumulate
extreme, self-reliance, creativity and effective development of teaching skills with
experiments in teaching the part of “Physics experimental in high school” section of
electricity and optics. The experimental results also proved that the scientific hypothesis
set out and the applied research methods of the topic are right and the research results
are effective and feasible.
CONCLUSIONS AND RECOMMENDATIONS
1. Conclusion
We have performed the research tasks, achieved the research goals of the topic, and

specifically achieved the following results:
1. Has contributed to elucidating the theoretical basis of the formation and
development of teaching skills. At the same time, it clearly presented the concept and
definition of teaching skills with experiments in training for pedagogical students under
the credit system.
2. Has analyzed the status of the formation and development of teaching skills with
experiments for students and the reality of teaching the part of "High school physics
experiment" at Saigon University and other training schools. Pedagogy. Thereby
discover the difficulties of teachers, students in the process of teaching this module and
present the principles and basis necessary for proposing remedies.
3. Specifically proposed the implementation of renovating the content structure of
the curriculum of the module of “Physics experiment in high school” to formulate and
develop teaching skills with experiments for pedagogical students. Physics major. At
the same time, it has proposed adding a new curriculum of “Developing teaching skills
with physics experiments for students of pedagogy”.
4. Proposed a measure to innovate methods of developing teaching skills with
experiments in teaching the module of “Physics experiment in high school” under credit
system at pedagogical training university
5. Proposed measures to focus on developing teaching skills with experiments for
students through the creation of self-made laboratory equipment.
6. Proposed measures to renovate the forms of testing and assessing teaching skills
with student’s experiments.